科研能力导向的医学微生物学实验课程改革与实践——以医学病毒学实验为例

Reform and Practice of Research Competency-Oriented Medical Microbiology Laboratory Courses—A Case Study of Medical Virology Experiments

摘要: 目的：针对传统医学微生物学实验教学长期以验证性实验为主，存在综合性、创新性不足及与临床实践脱节等问题，制约学生高阶思维与实践能力培养的现状，本研究旨在优化课程体系，提升学生综合能力。方法：以“病毒–宿主相互作用”为核心轴线，通过模块化设计整合医学微生物学理论、核心实验技术及多学科知识，构建“纵向串联、横向整合”的教学框架；采用“准备–探索–凝练”三阶段教学模式，并建立多元化过程性评价体系。结果：教学实践证实，该模式显著提升了学生的学习自主性、实践操作技能、科研素养及团队协作能力，有效弥合了理论与临床实践的差距。结论：改革后的课程体系为培养兼具创新思维和实践能力的复合型医学人才提供了有效路径，对医学微生物学实验教学改革具有推广价值。

Abstract: Objective: To address the persistent issues in traditional medical microbiology laboratory education—characterized by a predominance of verification-based experiments, insufficient comprehensiveness and innovation, and a disconnect from clinical practice—which hinder the cultivation of students’ higher-order thinking and practical skills, this study aims to optimize the curriculum system and enhance students’ comprehensive competencies. Methods: Centered on the core scientific theme of “virus-host interactions”, we integrated medical microbiology theory, core experimental techniques, and multidisciplinary knowledge through modular design. This established a teaching framework emphasizing longitudinal coherence and horizontal integration. The “Preparation-Exploration-Crystallization” three-stage pedagogical model was implemented, supported by a diversified process-oriented evaluation system. Results: Teaching practice demonstrated that this model significantly enhanced students’ learning autonomy, practical operational skills, scientific literacy (including critical thinking, data analysis, and complex problem-solving skills), and teamwork capabilities, effectively bridging the gap between theoretical knowledge and clinical practice. Conclusion: The reformed curriculum system provides an effective pathway for cultivating interdisciplinary medical talents with innovative thinking and practical abilities, offering demonstration value for the reform of medical microbiology laboratory education.